dystopia review of lit

8/18/2019 Dystopia Review of Lit

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I. Research Question

Why are dystopian novels so popular with teens today and how do they affect teens’ view of the

world?

II. Research Rationale

Dystopian novels are taking over the young adult world. They litter the shelves of the teen section

in bookstores and libraries. The movie adaptations are blockbusters, and many times are better known

than the books themselves. But these movies would not have been made if the books themselves were not

widely read. any of these books have similar plots and premises, so while teens would be e!pected to

tire of them "uickly, dystopian novels have been on young adult bestseller lists for most of the #$st

century.

%ust as people usually read articles that have views they agree with, they often read books that

e!press views they agree with as well. The books that people read for pleasure are usually about topics

they care about. While it seems that teenagers and the younger voter demographic are becoming less and

less politically active, they love to read dystopian novels, which hyperboli&e world issues. 'lthough teens

are not e!plicitly showing so, the popularity of dystopian novels may reflect their interest in political

issues and impact how they see the world’s problems.

Dystopian novels first became popular at the beginning of the #(th century, and their popularity

surged in the middle of that century. )lassics such as 1984 and Fahrenheit 451 e!plored worries about

communism and surveillance that were prevalent during the $*+(s and $*(s, and prompted readers to

change the aspects of society that could lead to those horrible futures. -ince then, dystopian novels have

enoyed a recent resurgence in popularity and abundance. The Hunger Games series, the icon of this

dystopian phenomenon, recently surpassed the Harry Potter series as the bestselling young adult book

series.

While it is important to reflect on the past and the future when considering the world today,

reflecting on our own generation is also important. 's young adults who read dystopian novels, we want

to know how the books we love influence how we think. To understand the influence that these books

have, we have to know why they are popular and why they have this power to influence. Widespread and

popular literature has the ability to change and affect the way people think. )urrent popular themes in

dystopian novels reflect the views of teens regarding their distrust of the government and the

government’s control for the /greater good.0 1ne of the most prevalent ideas in dystopian novels is a

corrupt, controlling government, and this repetition could be putting ideas of conspiracy into teens’


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minds. These books could be introducing similar ideas subconsciously into our own minds and even

changing our views on certain issues.

The books can also change how we think about common young adult issues, such as the value of

individuality. The maority of the plot of dystopian novels revolves around an individual who, by being

different and not conforming, is able to save their world. By reading numerous stories about the power of

being an individual, teens may be relating to the protagonist’s struggles and e!ploring their own

individuality. 2t is important to learn about the impact that dystopian novels are having on teens because

we can relate to many of the topics in these books, and they might have a similar impact on us. 's

dystopian literature is one of the most popular genres of literature for young adults, it has the power to

change the way youth around the world think, especially regarding these themes.

Teens are the future of the world. )urrent world leaders have to look at the interests of teens

today so they can stay with the times. Dystopian novels can reveal what teens are thinking and concerned

about. They focus on various global issues and the idea that the search for certain goals means giving up

something else. These common topics show teens’ values in the world and what problems they perceive to

be important. This information can be used in political propaganda and policy making to further engage

teens. 3olicy making that looks at teens’ global and societal values can also help the country continue to

grow and adapt to the times. These dystopian novels also shed a light on social and cultural issues, as

technology is becoming more prominent in society today. any dystopian novels also echo common teen

e!periences such as the struggle to fit in or getting bullied for being different. The social themes provide

insight into the young adult psyche and can contribute to the allure of dystopian novels for teens. These

topics are important to the world because dystopian novels may have the capacity to influence how teens

see the political and social problems facing them.

The popularity and impact of dystopian novels on teens is relevant and current because the books

are more popular now than they have ever been, especially among young adults. This proect is significant

for world leaders because young adults are the future of the world, and looking at this trend is a useful

way of seeing what they think about world issues and how they may be influenced.

's this dystopian phenomenon shows no sign of stopping, our proect can provide insight on the

views of young adults, which will aid policymakers and leaders around the world. 'dditionally, as

members of the main demographic reading dystopian novels, learning why they are so popular among

teens is important to understanding the views of our peers as well as our own views. Dystopian novels

have the power to change the world, and this proect will indicate if they are doing so.


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II. Popularity of Dystopian Novels

Teens today love dystopian novels. The reasons for this popularity fall under two main topics4

their relatability and the freedom of their characters. Teens can relate to the struggles and emotions of the

protagonists. The protagonists worry about their identity, not fitting in, and the conse"uences of their

actions, which teens worry about as well. Teens also envy the freedom of the characters and want to

e!perience it for themselves. 5emale protagonists in particular have more freedom from se!ism in

dystopian novels than they do in the real world, and teenage girls can e!perience this lack of

discrimination through the novels. 'll of these reasons make dystopian literature one of the most popular

genres for teens.

Dystopian literature appeals to teenagers because it discusses issues and themes that teens are

beginning to think about. %ustin -choles and %on 1stenson, two 6nglish teachers who analy&ed si!teen

dystopian novels to find out why dystopian novels appeal to teens, e!plain that /dystopian novels that

wrestle with deeper societal and moral issues are often well received by young minds that are developing

the ability and even willingness to grapple with comple! ideas0 789:. 's adolescents grow, they develop

critical thinking skills and an interest in the world around them that dystopian novels help foster. Teens

are also beginning to think about the flaws in their society and their place in the world, a main theme in

dystopian novels 7-choles ; 1stenson 9:. They are plagued by worries about their identity, how they will

act in the future, and what the repercussions of these actions might be 7-choles ; 1stenson 9:. Dystopian

novels tell the story of teens plagued with the same fears, where the protagonists are able to reali&e their

identity in a way that teens hope they will be able to replicate.

The main characters of dystopian novels face familiar problems that come with being a teen,

which teenage readers can relate to. The characters in the books, no matter where they come from, go

through the same emotional struggles. oung 'dult Dystopian iterature as -ocial )hange 6volution,0 that the characters /define the

human as an individual, independent being that is defined by inner feelings that humans implicitly share0

7$9:. That similar e!perience of emotional trials creates a sense of e"uality between the reader and the

protagonist.

Teens can also relate to the rebellious attitudes of the protagonists. Dystopian protagonists always

want to rebel against the government. 's teens are growing up, they fre"uently want to rebel against their

parents or whatever system they feel is oppressing them to make up for the lack of power they have. By

reading the books, teens /live out their own adolescent an!ieties and lack of power by watching

characters launch successful rebellions against worlds that strived to push them down0 7-cher&er $*:.


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Teens can similarly relate to the social change that the protagonists want to enact because they want to do

something alike in their own lives.

3rotagonists in dystopian novels also face other trials of adolescence that teens can relate to. The

protagonist has to go out and save the world because no one else can. 'ny choice they make can have

enormous conse"uences and could destroy the world. Teens feel a similar weight on their shoulders as

they feel pressured by their parents and other authority figures in their life to make decisions regarding

their future 7-choles ; 1stenson 9:. 's teens grow older, they begin to change interests and choose life

paths. These choices regarding their studies, e!tracurricular activities, and colleges can distance

themselves from their peers. 's a result, teens /find kindred spirits, then, in the protagonists of dystopian

literature who, by virtue of their growing awareness of society@s flaws, find themselves similarly isolated

from adults and even from their own peers0 7-choles ; 1stenson A:. any teens also worry about not

fitting in among their peers. 2n dystopian novels, primarily the Divergent series, characters are given the

status of a hero for their inability to fit in 7-mith $#:. This comforts and encourages teens who feel

isolated for their differences.

The freedom of the characters in dystopian novels, which teens wish they had in the real world,

also accounts for the books’ popularity. 2n her paper, /3ermission to Diverge4 ender in >oung 'dult

Dystopian iterature,0 Cannah -mith focuses on why teen girls in particular love dystopian novels. -he

found that, /2n e!periencing the lives of these subversive young females, readers can e!perience a level of

freedom from oppression and freedom to play with gender not possible in the real world0 7-mith +:. 2n

dystopian novels, the male and female characters are usually e"ual and the female characters are allowed

to compete on the same level as the male characters. 'dditionally, many dystopian novels take place /in a

world where a plethora of femininities are accepted as normal, radically different from the modern

'merica where many of the readers live, where only one version of femininity, hegemonic femininity, is

allowed0 7-mith 98A:. 5emale characters can be more masculine and are permitted to do anything the

male characters can do. This lack of gender roles is appealing to teen girls who feel oppressed by the

se!ism they face in the real world.

Dystopian novels are very popular today, mainly because of their protagonists. Teens feel that

they can relate to the protagonists because they are teenagers as well. The protagonists go through the

same trials of adolescence, feel the same emotions, and are worried about the same things. Dystopian

protagonists can see the flaws in their societies and want to rebel against them, ust like teens. The

protagonists also go through the same struggle to find their identity and place in the world as teens do.

The protagonists e!perience more freedom because the girls are not oppressed by se!ism and are treated


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the same as the boys. -ubse"uently, teens and want to be ust like the protagonists. The novels allow

readers to live vicariously through the characters that they envy and relate to.

III. Pessimism About the Future

Dystopian novels are also popular because their negative portrayal of the future aligns with many

people’s negative views. These books and people in general are pessimistic about the effectiveness of the

government and the future. The negativity in the books may cause teens to be more cynical, or teens’

already established worries might make them want to read these pessimistic books. There is conflicting

information about which generation is the most pessimistic, but this can be attributed to the different

populations surveyed in the various sources.

The authors’ own pessimism is reflected in the books they write. 'dults’ optimism concerning the

future for youth is at an all8time low. ' maority of them say that /it is very or somewhat unlikely that

today’s youth will have a better life than their parents0 7endes #:. The authors of dystopian novels wrote

those books at that time when most people were pessimistic, so the negative views in their writing

parallels a similar sentiment among many other people. 'dditionally, as people get older, they get more

pessimistic about the future. While + percent of E(8 to *8year8olds believe that today’s youth will be

better off than their parents, that percentage decreases to E9 for seniors 7endes #8E:. ost of the authors

of dystopian novels are in that demographic where less than half believe that the younger generation will

have a better life than them, and the books they write are a reflection of that pessimism.

The teenage and young adult generation shares the pessimistic view of the future that many adults

have. 2n a study conducted in the =nited Fingdom, only E9 percent of teens e!pect their lives to be better

than their parents, while /9(G of Baby Boomers believe that they have had a better life than their

parents0 7)hhatralia et. al. $(:. The unstable economy and increased competition for obs decreases teens’

confidence in their ability to buy a house or get a good ob and therefore have a secure life. 2n the =nited

-tates, teens have a similar lack of optimism for their future. Between #((A and #($E, there was a steep

drop in the number of teens who were hopeful about the future, falling ## percent in that five year period

7Coratio 'lger 'ssociation #:. 1ne reason for their pessimism is that teens have many worries about the

state of the country as a result of tragic events such as the terrorist attacks on -eptember $$ and the

ongoing conflict in the iddle 6ast. The combination of adults and teens alike being pessimistic about the

future creates a wide market for dystopian books, which reflect this pessimism, to be written and read.

2n addition to being pessimistic about the future in general, many people are distrustful of the

government. 1nly $ percent of teens in the =.F. think that /the government will do a good ob in

running the country in the year ahead0 and /less than half thinking they are treated fairly0 by the


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government 7)hhatralia et. al. $:. ' recent study by 3ew


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III. Parallel Themes in Dystopian Novels and Real Life

Teens are obviously e!tremely worried about their future, the government, and current events.

Dystopias are societies where the ideals for improvement have gone tragically amok. Their purpose is to

criti"ue problems the authors see in the real world and hyperboli&e these problems in order to warn about

their possible repercussions. any parallels can be found between events in dystopian novels and events

in the real world. 1ver time, dystopian novels have e!panded to criti"ue a wider variety of issues. 6arly

novels focused on criticisms of the government and their actions. Today, dystopian novels also criti"ue

trials teens face and environmental issues. The criti"ues today can also be more subtle. )urrent dystopian

novels critici&e issues that teens are concerned about, causing them to possibly have an effect on teens’

views of these issues.

Dystopian authors have always paralleled real life in their novels. During the twentieth century,

when those books were first becoming popular, the authors were fairly e!plicit about the political and

cultural parallels they portrayed. 5or e!ample, in the )old War era, popular dystopian novels such as

1984, by eorge 1rwell, echoed the widespread paranoia and fear of government surveillance that was

prevalent in 'merican society at the time 7Cung #:. The books reflected the common worry that being

different and having independent thought was bad by e!aggerating the government’s desire to control all

of its citi&ens.

'nother classic dystopian novel that was popular during the )old War era is


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'll of these are common trials that teens have to deal with in their lives, hyperboli&ed by the novel. The

author saw that these were issues that teens were facing and wanted to call attention to the possible harm

they can cause to students and society. 1ther popular dystopian novels also call attention to the problem

of bullying in schools and its effect on students and their relationships with others. These authors are

criti"uing the tremendous levels of stress put on students today and the negative conse"uences that they

often have.

any dystopian novels criti"ue the action, or inaction, of the government. 5or e!ample, the

)apitol in The Hunger Games series is seen as brutal and bloodthirsty for its sacrifice of youth in the

annual Cunger ames. This parallels the recent war in 2ra"4

2n 2ra", ,A mostly young 'mericans died. 2f you want to count 2ra"is 7which you should

indeed want to do:, the deaths of babies, children, grandmothers, young men, and others total

more than $(,((( by the most conservative count, hundreds of thousands by others. 6ven the

lowest numbers represent enough kill to fill nearly +,((( years of Cunger ames. 7-olnit:

'mericans were outraged at their government for the sacrifice of this many people, though mostly the

deaths of 'mericans, and this novel is the author’s response.

'nother similarity between The Hunger Games series and real life is in the raffle for the Cunger

ames. 3overty is widespread throughout many of the districts, another reality in our world.

2mpoverished youth can risk a higher chance of being chosen to end up in the Cunger ames by putting

their name in the drawing more times in order to get e!tra food rations to support their families. 2n the

real world, youth risk a higher chance of poverty by taking out student debts in order to get a good

education and hopefully a successful future 7-olnit E8:. Both of these high risk situations, one fictional

and one very much a reality, can have terrible conse"uences for teens, and so they are concerned about the

outcomes of taking these risks.

5or those whose higher education does not get them a successful ob, they end up in the one place

where meals are guaranteed4 prison. -i! million 'mericans are currently in prison, and 'merica has /the

highest percentage of prisoners per population in the world, higher than in the =--< gulags under -talin0

7-olnit +:. 3rison can at many times echo the Cunger ames e!perience, where inmates are pitted against

each other in an almost gladiatorial way 7-olnit +:. -tate violence also fre"uently appears in dystopian

novels. 2n The Hunger Games,

Iiolence is truly the arbitrator of power, along with cunning, whether in the ways the teenagers

survive in the gladiatorial arena or the )apitol, or how both sides operate in conflicts between the

Districts and the )apitol. 2n our own world, the state is very good at violence, whether in its wars

overseas or in pepper8spraying and clubbing young demonstrators. 7-olnit 9:

-tate violence is usually seen as a type of subugation by the government, which may be why many

dystopian authors choose to criti"ue it in their novels. Teens are usually among the demonstrators who get

http://www.iraqbodycount.org/http://www.newyorker.com/arts/critics/atlarge/2012/01/30/120130crat_atlarge_gopnik?currentPage=allhttp://www.newyorker.com/arts/critics/atlarge/2012/01/30/120130crat_atlarge_gopnik?currentPage=allhttp://www.newyorker.com/arts/critics/atlarge/2012/01/30/120130crat_atlarge_gopnik?currentPage=allhttp://www.iraqbodycount.org/


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attacked by police and are concerned about the conse"uences of standing up for their ideals. Dystopian

novels echo all of these safety and security concerns.

)limate change is a constant worry for many teens and is evident in dystopian novels. ' maor

theme in most dystopian novels is the destruction of the planet through maor natural disasters, echoing

the environmental issues in the real world.


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that teens are interested in or worried about to hyperboli&e. This possibility makes this topic a sort of

chicken and egg "uestion. 2t is possible that teens are worried about certain topics because they are

highlighted in dystopian novels. 2t is also possible that dystopian authors write about topics they know

teens are concerned about in order to pi"ue their interest. ost likely, the answer is a combination of the

two. They dystopian authors may pick issues they know teens are upset about and teens may become

increasingly an!ious about these issues due to the novels. There is currently no conclusive answer, but the

last possibility seems most likely.

The popularity of dystopian novels could be used to engage teens in current events. Whether as a

result of the books or not, there has already been some improvement in people’s awareness of global

issues. ' recent survey shows that a maority of 'mericans believe that climate change is affecting the

weather, and /Jby a #8to8$ margin, the public says the weather has been getting worse, rather than better,

in recent years’0 7-olnit :. Cowever, dystopian novels are not making as many leaps and bounds towards

e"uality as many people hope. While many of the protagonists are strong female characters, they are only

portrayed as such if they are underdogs. 2n Divergent , Tris’s small physi"ue makes sure that she is always

at a disadvantage against all of the people she fights and is therefore always the underdog 7-mith $A:.


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potentially ha&ardous possibilities concerning the future.


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. "iblio#raphy

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